This study delves into the transformative potential of gamification within the realm of education by integrating game elements into a lesson process primarily designed for non-gaming purposes and contexts. In this study, gamification was created by incorporating game elements such as points, badges and leaderboards into a lesson process designed for a non-game purpose and context. The study investigated the effect of gamification on pre-service social studies teachers' technology acceptance. "Technology Acceptance Scale for Teachers" (T-TAM) and structured interview were used to collect data. The study utilized a quasi-experimental design with a pretest-posttest control group designed to test the cause-and-effect relationship between variables. According to the findings obtained after the six-week implementation period, gamification had significant effects on pre-service teachers' perceived usefulness, perceived ease of use, attitude towards use, facilitating conditions, technological complexity, perceived enjoyment and behavioral intentions. The results underscore the potential of gamification as an effective pedagogical tool for enhancing the integration of technology in educational contexts, particularly for pre-service teachers. Consequently, this research contributes valuable insights into the role of gamification in fostering more technologically adept educators, with implications for the broader field of educational technology and instructional design.
Recommended CitationYILDIZ, İsmail; TOPÇU, Ersin; and İZMİR, Esra. (2023). THE EFFECT OF GAMIFICATION ON PRE-SERVICE TEACHERS' TECHNOLOGY ACCEPTANCE. i.e.: inquiry in education: Vol. 15: Iss. 2, Article 4.
Retrieved from: https://digitalcommons.nl.edu/ie/vol15/iss2/4